Dartmouth University

What you'll study

This doctoral programme combines rigorous research methods with advanced study of teacher learning, curriculum change and the design and evaluation of professional development. Early study emphasises research design and methods (quantitative, qualitative and mixed methods), theories of learning and instruction, and the sociology and policy of schooling. Core topic areas typically include:

• Foundations of teacher education: historical and theoretical perspectives on teacher preparation and ongoing professional learning.
• Learning sciences and instruction: contemporary theories about how teachers and students learn, including cognitive and socio-cultural approaches.
• Designing professional development: models and practices for workplace learning, coaching, communities of practice and job-embedded PD.
• Curriculum and assessment: curriculum development, classroom assessment, alignment between standards and instruction.
• Educational leadership and policy: how policy, governance and institutional contexts shape teacher professionalisation.
• Research methods and statistics: advanced coursework in qualitative methods, experimental and quasi-experimental designs, survey methods, and educational measurement.
• Practicum and teaching apprenticeship: supervised opportunities to design and lead professional learning in partnership with schools or districts.

Programme structure typically involves two to three years of coursework and seminars, comprehensive/qualifying examinations, proposal and prospectus development, followed by a sustained original research dissertation that contributes to scholarship on teacher professional development.

Entry requirements

Applicants are expected to hold a relevant master’s degree (for example in education, curriculum and instruction, educational leadership, or a closely related field) or demonstrate equivalent professional and academic preparation. Typical requirements include:

• A strong academic record and evidence of capacity for independent research.
• Relevant professional experience in teaching, school leadership, curriculum development or professional learning.
• A research statement or statement of purpose outlining research interests and fit with faculty expertise.
• Academic transcripts, a curriculum vitae, and at least two academic or professional references who can comment on research potential.
• A sample of written work (such as a master’s thesis, research paper or policy brief) to demonstrate analytical and writing ability.

Some programmes may request GRE scores, but many treat them as optional. Applicants whose first language is not English will typically need to demonstrate English proficiency according to the institution’s standard requirements.

Career prospects

Graduates pursue a range of roles across research, practice and policy. Typical career paths include:

• University faculty positions in teacher education, curriculum and instruction, and education research.
• School-district leadership roles such as director of professional development, curriculum coordinator or instructional coach.
• Research roles in government agencies, think tanks and non-profit organisations focused on teacher effectiveness and workforce development.
• Consultancy and design positions developing large-scale professional learning programmes, instructional materials and teacher assessment systems.
• Policy and programme leadership in foundations or international education organisations working on teacher policy and capacity-building.

The programme prepares graduates to produce rigorous scholarship, lead evidence-informed improvement efforts in schools and systems, and translate research into practical interventions for teacher learning.

Why study at Dartmouth University

At Dartmouth University you can expect a collegial, research-intensive environment with close faculty mentoring and opportunities for interdisciplinary collaboration. The institution typically supports doctoral students with access to research centres, partnerships with local schools and districts for field-based projects, and funding or assistantship opportunities to support dissertation research and teaching experience.

Students benefit from small seminar sizes that encourage dialogue between scholars and practitioners, a curriculum that balances methodological depth with applied design of professional learning, and a network of alumni working in higher education, school systems and research organisations.